The Definitions and Challenges of Ebd

1514 WordsAug 25, 20137 Pages
Running Head: EBD CHARACTERISTICS The Definitions and Challenges of EBD Phillip L Lyde SPE 558 Professor Gregory Hungerford December 5, 2012 Introduction Today’s student population can perhaps be summed up in one word: stimulating. The classroom environment is ever-changing the scope of the paradigm in which academic achievement is considered. The special education (SPED) environment is no exception. In accordance with the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act of 2004 (IDEA), the assumption that resources adequately meet the changes in SPED programs is perhaps more common than not; however, vague disabilities, such as emotional-behavioral disorders (EBDs), are often under-detected…show more content…
Each member is necessary for the benefit of the student’s needs, as they each contribute insight and resources in a cooperative effort. Synopsis of EBD Definitions and Challenges In orchestrating a sound plan of action for the student, the SPED team had a number of issues that reflected a consensus to which disabilities were being considered, if at all. For instance, one of the most important items was the fact of whether the student actually suffered from any emotional or behavioral traits that affected his learning and social development. One discussion question that arose was the fact that, according to Dictionary.com (as cited by Lyde, 2012), “a disability is described as ‘a physical or mental handicap, especially one that prevents a person from living a full, normal life or from holding a gainful job’ [Dictionary.com, 2012 (as cited by Lyde DQ 2, 2012, ¶1)]; how does the SPED team determine its frequency of occurrence, if it the student does not display certain traits consistently? Also, to what degree would an EBD be considered proof of need? Classifying EBDs is dependent on the interpretation to reason; that is, the competence of the SPED team will ultimately impact the student’s need as legislation has to support its reasoning. Yell et al. (2009) contend that “students with EBD make up a diverse group of students who
Open Document